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We readily recognize the extreme importance of our hands as tools. In the newborn, they do not yet fulfill this function. On the other hand, he uses it as an organ of the senses. Gradually, he will learn to use the tool function. At the same time, he will neglect the tactile exploration function, under the effect of the empowerment of his other senses (sight and hearing in particular are gradually becoming predominant) and education (for example, touching things to discover them. quickly joined the category of rude behavior).
0-9 months: touch to explore
The skin, like the ear, ensures the first contact between the child and the world. He does not seek tactile sensations, they come to him through his movements, even if these remain involuntary. They transmit information to him that he does not decode, but records. Very quickly, he switched to voluntary exploration.
Up to 2 months, his sight remains uncertain. He sees blurry and in a limited field, because the receptor cells of his retina are not yet complete. He will distinguish better and better the reliefs, shapes and colors. As a result, he receives more visual information and pays more attention to it.
At 3 months, the archaic grabbing reflex disappears. It is also called “grasping reflex”: the newborn’s palm closes as soon as it is touched. As a result, if you stroked it, it would squeeze your finger only because you had held it in place. The objects not having this complacency, they systematically escaped him. The disappearance of the grasping reflex is timely, when, distinguishing them more precisely, he covets everything that passes in his field of vision. He can now grab a small object when you hand it to him – but not yet hold it in his hand.
At 5 months, he wins two victories. It connects vision and prehension. He looks at what he touches… and wants to touch what he sees, focusing on a specific object. He keeps the items in hand. His lips are also providers of rich tactile sensations, he immediately brings them to his mouth to extend and complete his exploration. No need of course to try to dissuade him. He does not understand the prohibitions; explanations even less.
Around 6 months, he alone catches things within his reach, without being handed them. As he continues to put them in his mouth, it is advisable to be very careful not to forget any objects in his vicinity that he could swallow. This habit will also last beyond the acquisition of walking: vigilance! He discovers at the same time that his two hands are independent. They can accomplish different, simultaneous and complementary actions. The actions in question, which obviously fascinate him, do not appear to you to be of extreme interest: grabbing an object, dropping it, picking it up, passing it from one hand to the other, hitting it on the ground or against a another object… But for him, these are new experiments. He needs to repeat them to assimilate them.
At 7 months, he realizes that his thumb deserves our attention. He didn’t use it until now. He is now trying to associate it with the little finger.
At 9 months, he enjoys a primate privilege : the “clamp”. It is enough to try to do without the grip between the thumb and the index finger to verify the importance it has in human skill! His thumb becomes flexible, the little one will associate it little by little with his four other fingers (however, he will not have the “tripod” clamp, thumb / index / middle finger until 3 years old). What an enrichment for his games! Moreover, he shows his enthusiasm thanks to a gesture that he has also just learned: he applauds.
10 months-2 years: playing to become independent
The child, of course, does not wonder about the benefits of play. This does not prevent him from observing them, and especially taking advantage of them! It is by playing that he will acquire and develop the skills allowing him not only to diversify and spice up his games, but also to move towards ever more autonomy.
The gestures he masters depend on the nature of his games. Good prince, he feasts on it to satiety without trying to hasten the movement towards new pleasures. At 10-11 months, he knows how to empty and fill well: never mind, he empties and fills tirelessly! Around 1 year old, he knows how to stack: he stacks!
His tenacity serves his progress. You will seldom see a toddler “let it go” before he gets his way. Not even after: one challenge immediately follows another. For example, barely knows how to stack two cubes, he sets about adding a third, then a fourth, and so on.
For his experiments, he needs material. No messy toys: the overabundance would interfere with his concentration. No marvels of technology either, which often annoy him because he does not leave enough room for his creativity. Some basic toys, easy to catch, colorful, versatile – and of course totally reliable in terms of safety.
He tries to imitate your gestures from a year old if you show them to him by addressing him. Make no mistake: he hasn’t understood how a toy works, for example, he’s copying you. You will therefore have to repeat your demonstration… as often as necessary!
He comes to understand that an action corresponds to an effect. He will begin to memorize the results of his experiments, then repeat the actions for a specific purpose. Next step: combine several actions. This will enable it to develop ever more complex strategies to meet ever more ambitious challenges.
Around 2 years old, he mentally imagines things. This has the consequence that he thinks a gesture before doing it. It still lacks precision and strength; he remains more ingenious than skilful!
Fully aware of his progress, he claims the right to fend for himself “on his own” in daily acts. It is not always a success! He manages to drink from a cup, to remove clothes without buttons or fasteners… But he will not handle his spoon satisfactorily (for you!) Until 3 years old.
2 years-5 years old: The pencil ace
Drawing would be a manual activity like any other if it did not open the voice to writing. This explains why we value graphics more than modeling, collage or others. The steps to be taken are common to all, at about the same age.
Scribbling, he likes it around 12-15 months provided, of course, that we provide him with paper and pencils. Around 18 months, he follows the path of his hand with his eyes. Then he begins to observe what he has done. Do not hesitate to “waste” paper by often providing it with blank sheets: a pile of scribbles does not prevent him from having fun, but he does not extract any information likely to inform his progress.
Around 2 years old, he tries to guide his hand by using his gaze. He controls the starting point of his features – much less their path, not at all their end point. It produces circular scribbles, not circles. Around 2 and a half, he tries to represent things.
Around 3 years old, he embarked on the realization of the universal “tadpole man”. It is first of all a more or less closed circle, embellished with radiant lines appearing (in the mind of the child!) The limbs or the hair.
Around 4 years old, the “guy” becomes vertical. Oval, elongated, it is more reminiscent of a standing human; but the head and the body remain encompassed in the same oval. The artist endows it with elements borrowed from the body (eyes, ears, hands, etc.) and / or accessories. We consider this “tadpole” as a barometer of the development of the child; the profusion of detail indicates good looks, and no matter how good the workmanship.
Around 5 years old, the head and the trunk separate into two circles placed one on top of the other., approximately respecting the proportions. Each part has appropriate elements. The process is complete. The child is not going to neglect the “guys” for all that!
At school, he did not practice his graphics only by drawing. From the small section, he gradually learns the lines which, combined, form the letters. In Grande section (the last year), he connects letters to form words. Objective: to know all the letters and all the signs of handwriting, to start this learning from the start of CP.